Faculty-led Inquiry into Reflective and Scholarly Teaching (FIRST)
Date of this Version
2020
Document Type
Portfolio
Citation
Kiramba, Lydiah. "TEAC 413M: Teaching Multilingual Learners in Content Areas" (2020). UNL Faculty Portfolios, 159. digitalcommons.unl.edu/prtunl/159/.
Abstract
The purpose of this benchmark portfolio was to trace the process of designing, teaching and assessing TEAC 413M: Teaching Multilingual Learners in Content Areas, a required course for the B.Ed secondary education major. My objectives for this portfolio are to: a) document the impacts of different instructional strategies employed in TEAC 413M, and to b) reflect on the course success and shortcomings and develop pathways for the future course design and development. A secondary goal was to examine translation of course content into students’ own teaching and planning for their students through a variety of activities and assessments throughout the semester. Specific instructional procedures for the TEAC 413M included lecture-discussion method, biweekly reflections, jigsaws, search for and discussion of teaching materials that are linguistically and culturally appropriate for diverse learners, charting, small group discussions and asynchronous discussions. Assessment procedures included pre and post course surveys, inquiry activities, planning instruction and portfolios. Qualitative analysis of the collected data was carried out through content analysis. Results show substantial growth in different course focus areas as demonstrated in students work/artifacts.